Neuro-linguistic programming (NLP) is a principle that relies on the body/mind system in making connections to the neurological processes, the language, and learned behaviors. NLP is the belief that there is a pattern that connects all three of these concepts together. Though it is used in the academic world, not much research has been conducted on NLP. NLP accentuates that in order to have determination, one must overcome the sense of limitation that one has learned. NLP believes that as humans, we prefer certain "modes." These modes are: visual, auditory, kinaesthetic, olfactory and gustatory (VAKOG). Every person favors one or two of these modes. The modes that are not favored are what is important in understanding NLP. Those modes need to be recognized by each individual so that they may master them to develop that determination. Dr. John Grinder and Richard Bandler were the pioneers of NLP. They conducted the first research of NLP at the University of California (Santa Cruz).
NLP Applied toEducation
The study that connects with NLP that will be discussed here involves mild special education students aged eleven-twelve. These students were chosen to be taken out of English every time there was class to have extra help with the assignments given. These students selected also showed a hard time putting their ideas onto paper. Here is a review of the students being used; pseudonyms were given to each child.
The study is both qualitative and quantitative. Questionnaires were given to the children and observations were constantly recorded on the children to see the approaches made by each student. There were two different phases of the experiment. The first phase included having the children being observed at the beginning of the English lesson to see how long it would take for them to relax and start working. The second phase included having the children instructed into the classroom to immediately have a relaxation period before starting the lesson. During this time, relaxation cues and comments were said that applied to the VAKOG modes. This prepared the students for learning and experiencing each mode. The results are as followed:
After the results were in, another questionnaire was given to the students. They were asked questions relating to the second phase of the experiment where the teacher used the relaxation cues and comments. Some of the students reacted positively to the cues and comments and wanted to continue using those techniques before each lesson. Some students said that the cues and comments had been boring and were not effected either way. In conclusion, altering the states of the students generally had a positive effect on the students and since the study has been released this technique has been used. Understanding this study can make an educator grow especially those who pursue the special education route of teaching. It can help understand students and which modes they associate with and which ones they do not in order to make them a better student.
Tosey, P., & Mathison, J. (2010). Neuro-linguistic programming as an innovation in education and teaching. Innovations In Education & Teaching International, 47(3), 317-326. doi:10.1080/14703297.2010.498183
Kudliskis, V. (2013). Neuro-linguistic programming and altered states: encouraging preparation for learning in the classroom for students with special educational needs. British Journal Of Special Education, 40(2), 86-95.
Neuro-Linguistic Programming (NLP)
What is Neuro-Linguistic Programming?
Neuro-linguistic programming (NLP) is a principle that relies on the body/mind system in making connections to the neurological processes, the language, and learned behaviors. NLP is the belief that there is a pattern that connects all three of these concepts together. Though it is used in the academic world, not much research has been conducted on NLP. NLP accentuates that in order to have determination, one must overcome the sense of limitation that one has learned. NLP believes that as humans, we prefer certain "modes." These modes are: visual, auditory, kinaesthetic, olfactory and gustatory (VAKOG). Every person favors one or two of these modes. The modes that are not favored are what is important in understanding NLP. Those modes need to be recognized by each individual so that they may master them to develop that determination. Dr. John Grinder and Richard Bandler were the pioneers of NLP. They conducted the first research of NLP at the University of California (Santa Cruz).
NLP Applied to Education
The study that connects with NLP that will be discussed here involves mild special education students aged eleven-twelve. These students were chosen to be taken out of English every time there was class to have extra help with the assignments given. These students selected also showed a hard time putting their ideas onto paper. Here is a review of the students being used; pseudonyms were given to each child.
The study is both qualitative and quantitative. Questionnaires were given to the children and observations were constantly recorded on the children to see the approaches made by each student. There were two different phases of the experiment. The first phase included having the children being observed at the beginning of the English lesson to see how long it would take for them to relax and start working. The second phase included having the children instructed into the classroom to immediately have a relaxation period before starting the lesson. During this time, relaxation cues and comments were said that applied to the VAKOG modes. This prepared the students for learning and experiencing each mode. The results are as followed:
Dr. John Grinder Defines NLP
References:
Tosey, P., & Mathison, J. (2010). Neuro-linguistic programming as an innovation in education and teaching. Innovations In Education & Teaching International, 47(3), 317-326. doi:10.1080/14703297.2010.498183
Kudliskis, V. (2013). Neuro-linguistic programming and altered states: encouraging preparation for learning in the classroom for students with special educational needs. British Journal Of Special Education, 40(2), 86-95.
By: Alexia Rose-Hayes